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    Page 1

    Mission Statement

    Page 2

    The Beverly Hills Way

    Page 2


    Page 3

    Historical and Social Sciences Analysis Skills

    Page 4

    6th Grade: World History and Geography: Ancient Civilizations

    Page 5

    7th Grade: World History and Geography: Medieval and Early Modern Times

    Page 9

    8th Grade: United States History and Geography: Growth and Conflict

    Page 15



    GRADES 6-8

    Standards are a bold initiative. Standards describe what to teach, not how to teach it.

    Standards are an enduring commitment. Standards are our commitment to excellence.

    The State of California has created and adopted specific content standards in all curricular content areas. In 2002-03, the Beverly Hills Unified School District Board of Education adopted similar standards that are equal to or exceed the rigor of the state content standards. This overview has been developed to provide students and parents with an outline of the Middle School Social Studies curriculum. Through identified goals, students are encouraged to perform to their maximum potential. Individual student achievement may vary from child to child. Emphasis is placed on helping the students achieve according to the best of their ability. Individualized work or enrichment activities are assigned to meet students unique talents and abilities. The standards listed have been prioritized to insure a more consistent instructional program and to provide guidance to parents and teachers when developing a course of instruction to effectively meet the individual needs of the students. The standards have been identified in the following manner: Enduring (E) These standards are to be mastered by all students at a 75% proficiency level as determined by the Beverly Hills Unified School District reading and mathematics assessment program Important (I) These standards will be mastered by most of the students at a 75% proficiency level as determined by the Beverly Hills Unified School District reading and mathematics assessment program. Familiar All students will receive an exposure level to these standards that will be reinforced and mastered at a future grade level. This overview reflects the most recent curriculum for students in grades 6-8; however, the format remains flexible so that change can evolve using the established criteria identified above and will be adapted along with the state standards and curriculum revisions and district requirements



    This mission statement expresses the purpose for which our school district exists and the specific functions it performs as an organization. The mission of the Beverly Hills Unified School District, the heart of our citys tradition of pride and excellence, is to ensure that our students are humane, thinking, productive citizens through an educational system characterized by state-of-the-art technology; a dynamic interdisciplinary curriculum; an exemplary instructional and support team; student-centered, active learning; respect for diversity; strong parent and community involvement; and a nurturing environment where all share a common purpose and a joy for learning.

    THE BEVERLY HILLS WAY Student Responsibility and Character Development

    Character education is a national movement to create schools that foster ethical, responsible and caring young people by modeling and teaching good character. The emphasis is on common values such as respect, responsibility, integrity, caring and citizenship. The goal is to help students develop socially, ethically and academically by infusing character development into every aspect of the school culture and curriculum.

    RESPECT Respect is an attitude of holding people in high regard and treating them with dignity.


    Responsibility is being reliable, self-disciplined and accountable for my actions. *

    INTEGRITY Integrity is strength of character and action

    * CARING

    Caring is showing empathy, compassion, kindness, appreciation and helpfulness. *

    CITIZENSHIP Citizenship is doing my share to make my school and community better.



    The Governing Board recognizes that homework contributes to building responsibility, self-discipline and life-long learning habits, and that time spent on homework directly influences a students ability to meet the districts academic standards. The Board expects students, parents/guardians and staff to view homework as a routine and important part of the students daily life. Homework at the Middle School level will be assigned according to the established Beverly Hills Unified School District Board of Education Policy and Administrative Regulations. The policy regarding middle school homework follows. Students at the Middle School (grades 6-8) can be expected to assigned homework 5 days per week using the following suggested time guidelines: 6th Grade 90 minutes per night = 450 minutes per week 7th Grade 120 minutes per night = 600 minutes per week 8th Grade 120 minutes per night = 600 minutes per week

    If a student is in Honors English or Mathematics an additional 30 minutes per subject area may be added per night.

    If long-term assignments are assigned, they will be figured into the weekly allotment of homework time.

    All homework will be checked and evaluated.


  • HISTORICAL AND SOCIAL SCIENCES ANALYSIS SKILLS The intellectual skills noted below are to be learned through, and applied to, the content standards for grades six through eight. They are to be assessed only in conjunction with the content standards in grades six through eight. In addition to the standards for grades six through eight, students demonstrate the following intellectual reasoning, reflection and research skills: Chronological and Spatial Thinking

    1. Students explain how major events are related to one another in time. 2. Students construct various time lines of key events, people and periods of

    historical era they are studying. 3. Students use a variety of maps and documents to identify physical and cultural

    features of neighborhoods, cities, states and countries to explain the historical migration of people, expansion and disintegration of empires and growth of economic systems.

    Research, Evidence and Point of View

    1. Students frame questions that can be answered by historical study and research. 2. Students distinguish fact from opinion in historical narratives and stories. 3. Students distinguish relevant from unverifiable information, essential from

    incidental information and verifiable from unverifiable information in historical narratives and stories.

    4. Students assess the credibility of primary and secondary sources and draw sound conclusions from them.

    5. Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, authors perspectives).

    Historical Interpretation

    1. Students explain the central issues and problems from the past, placing people and events in a matrix of time and place.

    2. Students understand and distinguish cause, effect, sequence and correlation in historical events, including the long- and short-term casual relations.

    3. Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.

    4. Students recognize the role of chance, oversight and error in history. 5. Students recognize that interpretations of history are subject to change as new

    information is uncovered. 6. Students interpret basic indicators of economic performance and conduct cost-

    benefit analyses of economic and political issues.



    Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations. Geography is of special significance in the development of the human story. Continued emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds.

    Core Instructional Materials A Message of Ancient Days Publisher, Houghton Mifflin

    6.1 Students describe what is known through archaeological studies of the early

    physical and cultural development of humankind from the Paleolithic era to the agricultural revolution. 1. Describe the hunter-gatherer societies, including the development of tools and the

    use of fire. (I) 2. Identify the locations of human communities that populated the major regions of

    the world and describe how humans adapted to a variety of environments. 3. Discuss the climatic changes and human modifications of the physical

    environment that gave rise to the domestication of plants and animals and new sources of clothi


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